Chunks Of Information Research Articles

Market Microstructure Invariance: A Dynamic Equilibrium Model

We derive invariance relationships for a dynamic infinite-horizon model of market microstructure with risk-neutral informed trading, noise trading, market making, and endogenous production of information. Equilibrium prices follow a martingale with endogenously derived stochastic volatility. The invariance relationships for bet sizes and transaction costs are obtained under the assumption that the effort required to generate one discrete bet does not vary across securities and time. The invariance relationships for pricing accuracy and market resiliency require the additional assumption that private information has the same signal-to-noise ratio across markets. Since bets are based on the arrival of discrete chunks of information, the structural model describes how the invariance relationships reflect differences in the granularity of information flows across markets. The model links proportionality coefficients in invariance relationships to fundamental parameters.

Learning Data Mining Techniques

In the internet world data is on the rise. The data which emerges from the internet is huge and highly unstructured. This data can be arranged in sophisticated manner by applying various data mining techniques. This paper focuses on a number of data and text mining techniques. These techniques are applied in highly complex business problems to extract chunks of information from data which at first sight seem to have no meaning. In an uncertain and highly competitive business environment, efficiency and speed are not the only deciding factor for a business to excel. Apart from business in particular, data mining is applied in fields including weather forecasting, health and other fields where managing data is a top priority. General Terms ANN, CDF

Visual statistical learning produces implicit and explicit knowledge about temporal order information and scene chunks: Evidence from direct and indirect measures

ABSTRACTWe examined whether visual statistical learning (VSL) produced implicit and/or explicit knowledge about temporal order information and scene chunks, using a rapid serial visual presentation target detection task and a two-alternative forced-choice (2AFC) familiarity test as indirect and direct measures of VSL, respectively. In the familiarization phase, participants viewed a visual stream of natural scenes consisting of four triplets (i.e., three images that always appeared in the same order). In the subsequent target detection task, participants were required to detect target items embedded in a stream of 12 images or 12 words representing each natural scene. In the final 2AFC familiarity test, participants observed two test sequences (statistically related triplets vs. unrelated foils) and decided whether the first or second sequence was more familiar based on the familiarization phase. In both test phases, we included the same (forward) and reverse (backward) order of scenes as presented during the familiarization phase to examine whether the expression of VSL was based on temporal order of scenes or scene chunks. The results of the target detection task showed a learning effect for both temporal order in the forward condition and chunks in the backward condition, irrespective of whether stimuli were images or words; in contrast, we did not observe a learning effect in the backward condition for scene images in the familiarity test. Our findings are compatible with a learning mechanism that has both implicit and explicit components based on temporal order information and scene chunks.

Abstract WP398: Can a Shorter, Colorful Education Book Improve Stroke Patient Satisfaction Scores?

Stroke patients need written information on how to recognize and prevent a secondary stroke. Limited health literacy is associated with medication errors and a lack of knowledge for chronic health conditions. Written communication needs to be inviting and understood by the largest population possible. At University Hospitals Comprehensive Stroke and Cerebrovascular Center (UHCSCC) the education book, “HOPE, A Stroke Recovery Guide” from the National Stroke Association has been given to patients for many years. It is 66 pages long, black and white print with very few pictures. Patients in the acute hospital setting describe it as overwhelming. The purpose of this project is to assess any impact on stroke patient satisfaction scores at UHCSCC using a new education book. Using the principles of health literacy, a group of physicians, nurses, and a pharmacist collaborated to develop a hospital branded stroke education book. Health Literacy Advisor software was used to assess readability and suggest plain language alternatives. The format was presented in chunks of information using bullet points on 21 pages and many colored pictures. The Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) Survey, the national, standardized publicly reported survey of patients’ perspective on hospital care, was used to evaluate any impact of the new education material. Four questions on the HCAHPS survey were used: “How often did nurses explain things in a way you understand?” “How often did doctors explain things in a way you understand?” “Did you understand the purpose of taking your medicines? “Before giving you any new medicine, how often did the hospital staff tell you what the medicine was for?” Reviewing responses over a 12 month period, the top box percentages for all four questions increased after the introduction of the new book. Nurses’ explanations score increased 5.5%. Doctors’ explanations score increased 5.3%. Understanding purpose of medications score increased 15.2% and Explanations for a new medication score increased 2.7%. Publicly reporting of HCAHPS results creates incentives for the hospitals to improve quality of care. At UHCSCC stroke patient satisfaction scores improved with introduction of new shorter, colorful education book.

Biomechanical metrics of aesthetic perception in dance.

The brain may be tuned to evaluate aesthetic perception through perceptual chunking when we observe the grace of the dancer. We modelled biomechanical metrics to explain biological determinants of aesthetic perception in dance. Eighteen expert (EXP) and intermediate (INT) dancers performed développé arabesque in three conditions: (1) slow tempo, (2) slow tempo with relevé, and (3) fast tempo. To compare biomechanical metrics of kinematic data, we calculated intra-excursion variability, principal component analysis (PCA), and dimensionless jerk for the gesture limb. Observers, all trained dancers, viewed motion capture stick figures of the trials and ranked each for aesthetic (1) proficiency and (2) movement smoothness. Statistical analyses included group by condition repeated-measures ANOVA for metric data; Mann-Whitney U rank and Friedman's rank tests for nonparametric rank data; Spearman's rho correlations to compare aesthetic rankings and metrics; and linear regression to examine which metric best quantified observers' aesthetic rankings, p<0.05. The goodness of fit of the proposed models was determined using Akaike information criteria. Aesthetic proficiency and smoothness rankings of the dance movements revealed differences between groups and condition, p<0.0001. EXP dancers were rated more aesthetically proficient than INT dancers. The slow and fast conditions were judged more aesthetically proficient than slow with relevé (p<0.0001). Of the metrics, PCA best captured the differences due to group and condition. PCA also provided the most parsimonious model to explain aesthetic proficiency and smoothness rankings. By permitting organization of large data sets into simpler groupings, PCA may mirror the phenomenon of chunking in which the brain combines sensory motor elements into integrated units of behaviour. In this representation, the chunk of information which is remembered, and to which the observer reacts, is the elemental mode shape of the motion rather than physical displacements. This suggests that reduction in redundant information to a simplistic dimensionality is related to the experienced observer's aesthetic perception.

Teachers’ use of textbooks in the digital age

AbstractThis paper explores teachers’ use of textbooks in the digital age. After discussing student expectancies and needs, textbook use and the affordances of modern technology, the paper reports the results of a small-scale pilot study involving eight higher education teachers in Australia who discuss the use of textbooks in higher education in the digital age. The results indicate that textbooks are generally viewed as reliable tools which provide creditable information that supports and enhances students’ understanding of critical concepts, and that they present bite-size chunks of information to cement student learning.

Retrieving information chunks from a repository of documents SIT Collected from heterogeneous sources

XML documents are generated from heterogeneous resources. They may share the same data but in different Schema, which make it difficult to retrieve information from them. In this paper we propose a new technique that first; minimizes the size of the XML documents by reducing the redundancy of the structure part and generate the repository for these documents, and second; relaxes and decomposes the XPath query in two stages to determine the relevant documents and the relevant part within these documents. The results show significant precision and recall comparing with the exact XPath queries.

Исследование психологических систем «методом единиц»

The paper considers the units of psychological systems proposed in the works of the founders of activity theory (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein and others) from the perspective of a fuzzy logic model of the unity of opposite sides of the units developed by the author. A clear distinction is drawn between the concepts of 'unit', 'basic unit' and 'cell' of a psychological system. The paper also reviews some goals, outcomes and means of exploring psychological systems with the 'method of units'. This method is aimed at finding com¬ponents in a system that have significant features in common with this system, features which can turn into each other through the 'moments of their equality' or unity. Describing such transitions (for example, of con¬scious actions into unconscious operations) helps to reveal the mechanisms of the corresponding psychological processes. The paper draws a comparison between the 'chunks of information' in cognitive psychology and the 'units of psychological interaction' in activity theory.

&lt;inline-formula&gt; &lt;tex-math notation="TeX"&gt;\(E^{2}D\) &lt;/tex-math&gt;&lt;/inline-formula&gt; Wi-Fi: A Mechanism to Achieve Energy Efficient Discovery in Wi-Fi

Wi-Fi has enjoyed since its conception a striking success as a technology to access the Internet. Thus, Wi-Fi is today embedded in most of our portable devices like smartphones and tablets. Leveraging the ubiquity and mobility of Wi-Fi devices, in this paper we study how to expand current Wi-Fi implementations in order to design a mechanism that allows mobile devices to advertise and discover small chunks of information in an energy efficient way, even in crowded environments. We refer to this mechanism as Energy Efficient Discovery ( \(E^{2}D\) ) Wi-Fi . Our contribution in this paper is twofold. First, we present the design of \(E^{2}D\) Wi-Fi as a set of driver level extensions to current Wi-Fi implementations, which can de deployed with just a firmware upgrade, and that focus on discovery, synchronization and channel access. Second, we present a thorough performance evaluation based on packet level simulations that demonstrates the performance to be expected from \(E^{2}D\) Wi-Fi in realistic scenarios.

Linking information through function

How information resources can be meaningfully related has been addressed in contexts from bibliographic entries to hyperlinks and, more recently, linked data. The genre structure and relationships among genre structure constituents shed new light on organizing information by purpose or function. This study examines the relationships among a set of functional units previously constructed in a taxonomy, each of which is a chunk of information embedded in a document and is distinct in terms of its communicative function. Through a card‐sort study, relationships among functional units were identified with regard to their occurrence and function. The findings suggest that a group of functional units can be identified, collocated, and navigated by particular relationships. Understanding how functional units are related to each other is significant in linking information pieces in documents to support finding, aggregating, and navigating information in a distributed information environment.

Content Management and its Application in LIS Domain

This paper deals with the much talked Management and its application in Library and Information Science. Knowledge mapping can be done with internal content and capture, digitize and integrate it for cohesiveness. Moreover, the intranets form an integral part of library collection that are managed by LIS professionals. Content processing is rather complex and may contain in a variety of platforms in different forms. First thing is to setup a content domain and then only the clear idea of contents can be obtained, which later can be broken up into granular component pieces. It makes convenient and manageable chunks of information. This article tries to demystify the inherent intricacies of content management and seeks a better way to show its reflection in Library and Information Science.

Focus on speaker subjective involvement in Present Perfect grammaticalization: Evidence from two spanish varieties

&lt;p&gt;As part of a widespread inclination in languages that draws attention to particular chunks of information over others, the variation of Present Perfect (PP) and Preterit (Pret) in Spanish provides speakers with an effective mechanism that projects one particular past event over others in narrative. In oral data from El Salvador and written data from colonial Mexico, the use of PP in narrative clauses is a practical device that speakers exploit to make certain events stand out to the interlocutor. And just as languages use special components -such as intonation, word order, and morphology- to make chunks of information more prominent, these varieties use PP and Pret variation to make temporal and psychological degrees of proximity and remoteness evident to the interlocutor. The breach of PP into narratives seems to be the product of a stylistic recourse with notable cognitive consequences that enhance the speaker's involvement in discourse. Through a grammaticalization process in which PP acquires readings more reminiscent of the Pret's function as a perfective gram, the PP form is reinterpreted as a valid form in those contexts previously reserved for Pret. In short, PP draws attention to greater speaker's affective closeness to the event, while Pret enhances detachment and dissociation.&lt;/p&gt;

‘I don't want to burden my family’: handling communication challenges in geriatric oncology

Oncologists need excellent communication skills to effectively handle challenging conversations regarding prognosis, transition to palliative care, code status, and other sensitive topics. Foundational skills include: 1) posing open-ended, exploratory questions, 2) allowing for appropriate silence in the conversation, 3) listening actively, 4) recognizing emotions, 5) responding to emotions with empathy rather than biomedical information, and 6) speaking with clarity by avoiding technical jargon and offering small chunks of information. Conversations about sensitive topics can be particularly challenging with geriatric patients, who experience functional and sensory limitations. The risk-benefit ratio of diagnostic and therapeutic interventions tips precariously in older patients as many develop geriatric syndromes. Older cancer patients have the unique perspective of looking back on a long life and looking forward to impending death. Higher order skills can be very powerful in helping geriatric cancer patients find meaning and dignity at the end of life. These skills include exploring spirituality and coping strategies and engaging the patient in conversation and reflection about their legacy.

Variability of Pause Patterns in English Read Speech of Thai EFL Learners

Research suggests that pauses are essential in oral communication in that they render intelligibility and contribute to the improvement of speech comprehension. Unfortunately, the teaching of correct pausing has received little attention in EFL classes. As a result, many Thai learners of English tend to use inappropriate phrasing and pausing, which makes their speech sound unnatural or even hinders communication. This study investigates pause patterns in read speech of two English proficiency levels of Thai learners in comparison with those produced by native English speakers. The opening section provides a brief background of the study and terminology related to pauses in spoken language and research objectives. The second section describes the research design. The results of the study presented in the third section reveal that native speakers paused exclusively at sentence ends. Additional pauses were made at major syntactic boundaries. Inter-speaker variability existed at minor syntactic boundaries. Among Thai learners, the lower proficiency group paused more frequently and produced shorter and improper lengths of information chunks than the higher proficiency group, who read in longer, but more syntactically- and semantically-unified, units and therefore paused less. The findings support previous studies that pause is, to a large extent, affected by syntactic structures. Since correct use of pauses can make a marked improvement of intelligibility in speech production, the pedagogical implication offered from the findings is to support the importance of introducing read-aloud tasks in EFL classes. DOI: 10.5901/jesr.2013.v3n7p346

Avoiding the problem state bottleneck by strategic use of the environment

We investigated whether environmental support can be used to circumvent the problem state bottleneck in human multitasking. Previously, it was shown that people can only maintain a single chunk of information in their problem state resource, the central part of working memory. Consequently, when the problem state resource was required by multiple tasks concurrently, performance decreased. This phenomenon was termed the problem state bottleneck. To investigate whether the environment can be used to circumvent this bottleneck, we conducted an experiment with two main conditions. In the No-Support condition we replicated an earlier experiment that indicated the existence of the problem state bottleneck. In the Support condition we presented external cues, reducing the load on the problem state resource. To support the results of the experiment we present a computational cognitive model. The experiment and model indicated that the problem state bottleneck can be avoided by using external cues. However, subjects only used external cues when this led to faster behavior. These results were interpreted in the light of the Soft Constraints Hypothesis, which states that humans always follow the fastest strategy possible, as opposed to the most accurate strategy.

Complex working memory span in cochlear implanted and normal hearing teenagers.

The individual’s capacity to maintain attention and process new information in the face of distraction is known in the literature as working memory (WM). Short term memory (STM) is used to encode and retain information for a short period of time. WM tasks are functionally distinct from STM tasks because they require not only information encoding, storage and rehearsal, but also include a processing/manipulation component requiring a dual task load, such as judging semantic acceptability of a sentence. STM tasks, such as word span or digit span, may be considered a subset of WM. STM requires simple storage, whereas WM requires a storage component as well as an active attention and control process. WM tasks have been found to differ from simple span tasks in their predictive validity, measuring variance that is unique from STM 1. The current model of working memory developed by Baddeley and his colleagues consists of four components2, (1) a domain-general central executive that controls attention and processing activities and regulates the flow of information in the processing system, (2) the phonological loop that is used for the temporary storage of verbal phonological memory codes, (3) the visual-spatial sketchpad that maintains and processes visual and spatial representations, and (4) the episodic buffer that is used to integrate and bind memory codes from different processing domains into larger chunks of information. The complex reading span task developed by Daneman & Carpenter 3 is among the most widely used tools for measuring the central executive function. The reading span task requires the participant to perform two operations at once: 1) read a series of sentences aloud and make a semantic acceptability judgment about the sentence and 2) keep track of the last word of each sentence so that the words can be recalled later. Reading span tasks have been found to have good reliability (i.e., .70 to .90) across a number of studies. Furthermore, performance on reading span tasks has been found to predict complex cognitive processes such as comprehension, problem solving and reasoning – all tasks that require “executive attention” 1. Reading span is thought to measure the capacity of the central executive because it requires simultaneous storage and processing of phonological and lexical information. Verbal storage uses a phonological loop, composed of a short-term phonological store subject to rapid decay plus a subvocal rehearsal process that can be used to refresh decaying representations within the store. Individuals with normal hearing perform similarly whether the task is presented through listening or through reading 3. However, WM estimates might be expected to differ considerably for reading and listening tasks in populations with significant hearing loss. Memory skills in Children with Hearing Loss Memory studies of children with hearing loss have primarily used STM tasks. Stiles et al, 4 compared performance of 6-9 year olds with mild to moderate HL with NH age mates on both phonological and visuospatial STM tasks. Although articulation rate and vocabulary were lower in children with hearing loss than in age-mates with normal hearing, there was no significant effect of hearing loss on memory performance,. This stands in contrast to results for children with greater hearing losses who use CIs. Watson, et al, 5 found a marked impairment on digit span and non-word repetition measures for children with CIs compared to NH children. Similar results were reported by Pisoni6 for digit span results obtained in CI users tested in both elementary grades and high school. When WM processes rely on verbal rehearsal and serial scanning of phonological information in STM, early severe-profound auditory deprivation seems to impair normal development. Reinstatement of auditory sensation in children with CIs was not sufficient to enable adequate development. Further evidence of this impairment is provided by examining the relationship between mismatch negativity activation and memory span. Connections between pre-attentive auditory sensory memory and “higher language functions” were apparent in NH children but not in age-matched CI users 5.

Managing Cognitive Load While Teaching Human Gait to Novice Health Care Science Students

Introduction. Human working memory becomes increasingly prone to errors as learning tasks become more complex. This is of particular importance to those working with instruction that requires the novice learner to simultaneously maintain and manipulate many elements of information for learning with understanding to occur. Under such circumstances, cognitive load theory provides support for the use of instructional principles that improve learning of complex cognitive tasks by matching instruction and instructional processes with the limitations of human memory. The purpose of this study was to test the effectiveness of instructional materials designed to reduce cognitive load and improve instructional effectiveness in the teaching of introductory human gait to novice health care science students using instructional sequencing principles under authentic classroom conditions.Subjects. Participants included 54 first-year Doctor of Physical Therapy and Master of Occupational Therapy students from a large Midwestern university that were recruited on a voluntary basis and were randomly assigned to either a modified instruction group or a control group.Methods. Aspects of traditional teaching methods and materials expected to impose high levels of cognitive load were modified using instructional sequencing principles designed to reduce cognitive load. The traditional and modified instructional formats were compared under authentic classroom conditions using delayed written examination scores, ratings of cognitive load, and task completion times.Results. Multivariate analysis of variance yielded an overall significant difference between the control and modified instruction group (Pillai's Trace: F [4, 49] = 10.529, P Discussion and Conclusion. Results from this study suggest that instructional designers, such as those teaching introductory human gait to novice physical therapy and occupational therapy students, can increase instructional effectiveness with the use of an isolated-to-interacting elements approach designed to reduce intrinsic cognitive load under certain conditions.Key Words: Student learning, Teaching methods, Learning theory, Cognitive load, Instructional design, and Working memory.INTRODUCTIONHuman cognitive architecture refers to the manner in which information is processed in working memory, organized into meaningful units or chunks of interrelated information called schemata, and transferred to long-term memory.1 Human cognitive architecture has significant implications for information processing, including the processes of learning. Two primary components of this cognitive architecture are the conscious information processing capabilities of working memory and the organized knowledge structures provided by long-term memory.2,3 The conceptual relationship between information from the environment, long-term memory, and working memory is depicted in Figure 1.Working memory, while able to allow a human being to manage a complex array of cognitive tasks, presents with an information processing bottleneck in that it can only maintain about 7 ±2 elements of information at a time and may only hold information active for 2-3 seconds without rehearsal.47 In practical terms, human working memory becomes increasingly prone to errors as learning tasks become more complex, such as when the novice learner is given instruction that requires him or her to simultaneously maintain and manipulate multiple elements of information for learning to occur.8In contrast, long-term memory can effectively store vast amounts of information, including content knowledge, skills, and strategies on a relatively permanent basis. …

Children with intellectual disabilities may be impaired in encoding and recollecting incidental information

Children with intellectual disabilities (ID) and controls were exposed to an incidental learning phase, where half of the participants received highly implicit instructions at test while the other half received explicit instructions. When learning was assessed for simple chunks of information, children with ID performed better with implicit instructions than with explicit ones, while the typically developing (TD) children performed equally well in the two test conditions. When more complex chunks were considered, performance was degraded for all children in the implicit instructions condition, while the TD children took advantage of receiving explicit instructions at test. Additionally, only TD children succeeded in a subsequent recognition test. These results suggest that intentional retrieval of complex information, even when learned implicitly, is deficient in children with ID. This argues towards the well-foundedness of educational methods preventing the recourse to intentional and effortful retrieval processes and complex material.

Climbing Out of the Black Hole of Subacute Care

A black hole is an accumulation of mass so dense and compact that nothing, even light, can escape its gravitational force. The edge of the black hole is where space and time stop. Some theorize that wormholes exist in black holes, which make it possible to travel nonlinearly through time. What does the theory of black holes have to do with medicine? Unfortunately, subacute care facilities often become the informational black hole of medicine. Frail patients who are not well enough to discharge to their independent homes nor ill enough to remain in the hospital are transferred to a skilled nursing facility (SNF) and, to the rest of the health care community, disappear. At some point in the future, after a series of vague and confusing events, they reappear. Small chunks of information may precede or follow the patient’s discharge but most is lost in the black hole, leaving vulnerable patients at high risk of reentering the hospital. Recently, safety at transitions has come to the forefront as a topic of great interest, largely in part to the greater use of subacute care1 and the cost of recurrent hospital admissions. If not performed correctly, transitions between care settings can lead to adverse events.2e4 Unplanned rehospitalizations are a significant financial burden to Medicare.5,6 In addition to the financial burden, the hospital environment can be a significant cause of morbidity7,8 and errors tend to occur more frequently as patients shift between providers and/or care sites.9e11 Furthermore, long term care residents experiencing frequent transitions are often excluded from quality indicator measurements, which results in skewed epidemiologic data.12 Several health care provider societies have endorsed position papers calling for improved education, communication, policy, and clinical care at transitions.3,13e16 Medical education at both the undergraduate and graduate levels that includes formal teaching on hand-offs and care transitions17e21 is becoming more common, although there continues to be a significant gap.22 Inaddition, quality improvement initiativeshavebeendeveloped to reduce rehospitalizations, improve patient care outcomes, and increase patient and provider satisfaction.23e32 However, there is a significant lag in the health care system as awhole to adopt universal strategies to reduce the burden of rehospitalizations and enhance the care at transitions.33 Furthermore, historically, care transition interventions focused primarily on hospital-to-home transfers.18e21,24,27,31 Care transition programs and policies that are cost-effective, pragmatic, and universally applicable are desperately needed to enhance patient safety during these critical transfers between all sites of care.

Brain Oscillations during Spoken Sentence Processing

Spoken sentence comprehension relies on rapid and effortless temporal integration of speech units displayed at different rates. Temporal integration refers to how chunks of information perceived at different time scales are linked together by the listener in mapping speech sounds onto meaning. The neural implementation of this integration remains unclear. This study explores the role of short and long windows of integration in accessing meaning from long samples of speech. In a cross-linguistic study, we explore the time course of oscillatory brain activity between 1 and 100 Hz, recorded using EEG, during the processing of native and foreign languages. We compare oscillatory responses in a group of Italian and Spanish native speakers while they attentively listen to Italian, Japanese, and Spanish utterances, played either forward or backward. The results show that both groups of participants display a significant increase in gamma band power (55-75 Hz) only when they listen to their native language played forward. The increase in gamma power starts around 1000 msec after the onset of the utterance and decreases by its end, resembling the time course of access to meaning during speech perception. In contrast, changes in low-frequency power show similar patterns for both native and foreign languages. We propose that gamma band power reflects a temporal binding phenomenon concerning the coordination of neural assemblies involved in accessing meaning of long samples of speech.